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I don't know about you but when Teletherapy first made its presence known in our field, I was skeptical.  How would I build rapport with my students over a computer? How would I serve my students and families with more significant needs or that use augmentative and alternative communication?  Plus, I really love working in person with my students and families!

However, life takes its own path and sometimes we need to roll with it.  That is how I became a part-time SLP teletherapist. I just started my third year as a teletherapist and I have learned several life lessons and realized that working as a teletherapist has some amazing advantages to the brick and mortar locations!

WORK FROM HOME
The most obvious is the benefit of working from home!  As a mother, I have found it incredibly helpful to my family that I work part-time from home because I do not have to always race home before my child does after school.  Also, when she is not at school because she is sick well I am still able to work while taking care of my child. Two added bonuses are that I do not have to worry about battling traffic and I save gas money! To me, those are all Wins!

NO WORRIES DURING COLD/FLU SEASON
Since I am not there in person, my chances of catching 'a bug' from one or more of my students are diminished. Haha! Exposure to illness is decreased to just the 'bugs' that my own child may bring home from school (or my husband from the hospital where he works). At the same time, I am not able to pass along any cold or flu bugs when I am ill.  In fact, I am also able to continue working and taking care of myself when I have a cold.

FLEXIBILITY IN SCHEDULING
A huge benefit is the ability to request part-time work!  I know that for some school districts it is really difficult to get part-time when you are the on-site SLP.  Speech-Language Pathologists are in such great demand in the schools (everywhere really) that many school districts want you full-time or not at all as they will find someone who will accept their full-time demands. As a teletherapist, it is much easier to get part-time if that is what you want.  Also, since you may be providing services to children in a different state, there may be a time difference that allows you flexibility in your schedule too.  For example, I now live in North Carolina but I currently provide services to children in California so that is a three-hour difference.  That means that my day starts a little later than if I was an on-site SLP.  Also, since you work at home, you can start that laundry during lunch and keep up with housecleaning a little easier!

SMALLER CASELOAD
Yes, I'm living the dream on the days that I work as a teletherapist! Huge caseloads have been an issue in pretty much every school, district, and state that I have worked as an on-site SLP.  When I am providing services via teletherapy, my groups are limited typically to two students.  The max I have had is three students but that is rare for me! Can you imagine how much more can we get done and the great amount of growth our students can make when we are only seeing one to two students each session?

COMFORT IS KEY
So the old joke (but true reality) is that we get to sit around in our pajama bottoms and yoga pants.  However, that is not the only comfort that can occur with being a teletherapist.  A lot of my favorite students also happened to be some of the more aggressive students, unfortunately. Why?  The aggression was sometimes the result of frustration in not being able to communicate. Most of us have had our share of bites, kicks, hits, pinches, and being spit on.  As a teletherapist, I do not need to worry about coming home bruised and battered (though I always warn my e-helper if a student has a history of such behavior and typically the student will have their own behavior aide to help out) again.

GROW AS AN SLP
Although I left this as the last advantage, I feel it is truly the number one reason I enjoy teletherapy!  When you are providing services via the computer you have to be more animated and think outside the box more to keep students engaged.  How do you keep that little one that just turned three engaged in therapy for the full 30 minutes when it is on the computer?  How will you facilitate and support communication through AAC?  What reinforcers can you provide the student with behavioral concerns to keep them on task?  I have had to think about all these and really stretch myself as a Speech-Langauge Pathologist to come up with answers that I never would have considered prior to being a Teletherapist.

If you want to learn more about teletherapy and if it might be a good fit for you, I recommend you check out Spilling the Tea on Teletherapy (a youtube video about the pros and cons) and Is Teletherapy Right for Me? (an e-book about teletherapy).

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.


When I started this blog, I did my fair share of app reviews.  Do I still find benefit in apps and using them in therapy?  Yes, I do.  However, I no longer have the blind love for them that I once did and this is why I now have a Love-Hate relationship with my tablet.

THEY CAN BE PHENOMENAL FOR STUDENT ENGAGEMENT AND GROWTH
I have seen the level of interest and engagement in therapy increase when the same task is presented with an interactive platform such as my tablet.  The increase of interest appears to be the same whether the task is presented using interactive no print resources or developed apps by some of our favorite SLP app developers.  With an increase in engagement and interest, it is pretty safe to say it leads to an increase in student success (at least from my experience) because the student wants to learn and has been drawn into the lesson.

COSTS CAN ADD UP FOR APPS
Most apps are not cheap and they shouldn't be!  I know I could not develop some of the wonderful apps our colleagues have created.  That being said, most of us do not have a lot of money to spare on technology and/or resources to purchase the apps.  That is why I am always looking out for some great no print resources or boom cards because they still draw the kids in but do not cost as much as many of the apps out there.  Of course, there are still some MUST HAVE apps that I use weekly with my students and for that reason, the cost alone (as long as my family can financially swing it) will not stop me from purchasing just the right apps for my caseload needs.

GREAT TOOL FOR TRAVELING SLP and TELETHERAPISTS
I quickly learned that when you have several school sites to visit, the tablet comes in handy!  I no longer had to pack up a huge bag or two to take from school site to school site just to help my students meet their goals.  Same goes with teletherapy.  I can use my tablet and connect it via my zoom room so that my students can see many of the apps that I use on their own computer screens. My tablet is a great help in saving my back and the medical costs slinging all of those bags filled with resources may cost me down the road.

TOO MANY UPDATES
This right here is the main cause of my negative relationship with my tablet. My tablet is currently FILLED with apps that I can no longer use and that I spent good money on because developers just can't keep up with the costs of the constant updates! I stated in one of my earliest blog posts that I am a therapy resource hoarder, and so although these apps currently do not work, I can not bring myself to clearing them from my tablet.  I am always hopeful that some of my favorites may rise again from the ashes. I'm an obvious optimistic and glutton rolled up in one!

Do you have a love-hate relationship with technology or with tablets?  Do you have favorite apps that are a MUST HAVE and that you have noticed are consistently updated?

If yes to either, please leave a message below and share your favorite apps or why you have a love-hate relationship with your tablet.

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.
Have you heard of  Smart Felt Toys or My Little Farm?  My Little Farm is an interactive felt playset from Smart Felt Toys that I was fortunate enough to try out.  Smart Felt Toys provided me with a My Little Farm set to review; however, the opinions in this post are all mine.

I have to admit that I love the storage for this playset!  It comes in a thin box with a handle and the entire pop up felt farm folds up to neatly put away!  Why do I mention this?  Well, storage of materials is something I always consider as I hate when I go to pull something out and I am missing parts.  Also if the packaging is big and bulky it may be difficult to move around if you are a Speech-Language Pathologist that works at multiple sites.

This playset is also created by a Speech-Language Pathologist, Yvonne Johansen, who has worked with kids in schools, clinics, in their homes, and in Head Start Programs.  Therefore, this product is already aligned with so many goals that we target with our littler clients, comes with a guide providing suggestions on ways that the playset can be used, and has a short story about the farm.  I especially appreciated the short story. The short story is written so that a child is able to follow along with the story while engaging in following spatial directions by placing the felt pieces in the appropriate locations.

The Little Farm playset includes 32 soft stick felt pieces and a pop up four-panel barn that is reversible.  The outside of the barn resembles a typical red barn; however, the reverse side of the barn includes two panels with outlines for the felt pieces and two panels to allow for imaginative play.  I appreciate the duality of this product since it allows kids to target a variety of goals.

WHAT SPEECH-LANGUAGE GOALS CAN BE TARGETED?
  • Matching
  • Receptive Identification by name and/or Semantic Features
  • Vocal Play (Farm animal sounds)
  • Expressive Vocabulary Building and Labeling
  • Expressive Description Building Skills
  • Sentence Expansion and Grammar
  • Asking and Answering Wh-Questions
  • Narrative Building Skills
  • Reduction in Phonological Processing Errors (target velars, final consonant deletion, stops, consonant clusters, etc..)
  • Build Social Skills (requesting, turn-taking)

WHY DO I LOVE THIS PRODUCT?
As a Speech-Language Pathologist that has been in the field for a while, I appreciate that it is so easy to take it from one place to another and that I can use it to target so many goals for receptive language, expressive language, pragmatic language, and phonology! I also appreciate that the creator of this product provided a guide and a story.  I think that extra touch is so helpful for a new Speech-Language Pathologist in the field as well as parents that may want to purchase this product to help build speech and language skills through play with their children at home.

WHAT SUGGESTIONS DO I HAVE FOR IMPROVEMENT?
I had to think about this since there is so much GOOD happening with this product.  The first suggestion is that it would be helpful in expanding on its use if it came with a few additional full panel backgrounds that can be laid over the originals.  By having those additional background scenes, the imaginative play and narrative skill-building opportunities could be increased. It would also be helpful if some of the felt pieces were duplicated but were in different sizes.  By having these additional pieces, you could fit more felt pieces onto the panel scene, work on spatial concepts such as near and far, and target sizes such as big and little.

OVERALL IMPRESSION:
I really love this resource!  My 9-year-old daughter also enjoyed playing with it.  The suggested age for My Little Farm is 3+ years which makes it perfect for preschool; however, I can see some of my early elementary students benefiting greatly from this product and those like it.  My Little Farm retails for $39.99 at SmartFelt Toys.  They also currently have a My Little House and are planning to expand to include other products such as My Little Neighborhood, My Little Zoo, My Little Hospital, and more!  I will definitely be looking into My Little House and the additional lines as they continue to grow! 

How do you think you would use this product?  Tell me in the comments below if you have a My Little Farm or a My Little House and how you use it for speech therapy. 

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.


The term 'summer slide' refers to the decrease in skills related to the summer months when school is no longer in session.  Typically, it is in reference to academic skills' however, many of us see it in speech too.  How many times have you had a student or more make HUGE gains during the school year, leave for summer, and return with reduced skills.  It is like one step forward and three back, am I right?  It is often frustrating for the student, us, the teacher, and the parents!

To address this concern many of us send home packets of 'homework' for the students to complete during summer.  The next issue we face is the typical lack of 'buy-in' from students and parents.  Let's be real for a moment.  Summer is a time to refresh our spirits and enjoy time with family and friends (I'm a big kid so I am with the students and parents about this one).  Have I sent home homework packets?  Yes!  Have I found homework packets helpful for the families that follow through?  Yes!  Do I find that most of my families follow through? No! Do I want my speech sound students practicing their sounds incorrectly all summer long? No!

SO WHAT SHOULD WE RECOMMEND TO OUR PARENTS?

GO TO THE LIBRARY
Yes, I recommend this to the families of my littlest buddies all the way up to the families of my older students.  My little preschool and lower elementary students can typically find storytime at their local library to enjoy as well as new books to check out. Students with speech sound disorders can find books that are loaded with the speech sounds that they have the most difficulty with and parents can read it for auditory bombardment or the older students can check out books that interest them and practice reading aloud while practicing self-monitoring and self-correction for their speech production.   Fluency students can practice using their fluency strategies while reading aloud (and enjoy a good book too) while our language students can work on prediction, answering and asking wh-questions, sentence formulation, sequencing, inferencing, definitions, and semantic features.

ENGAGE IN FAMILY FUN TIME
Some engaging activities I suggest include completing arts and craft activities, science experiments, cooking and baking, and playing board games together as a family.  There are a lot of opportunities to strengthen speech and language skills while engaging in these sort of activities together as a family!  Plus, they are fun and can lead to open discussions and fun family memories.

ENJOY PLANNED 'TALKING TIME' AS A FAMILY
Days go by too quickly.  Parents work and kids spend time with friends.  Before you know it, the day is done.  I get it as I am a parent of a 9-year old that would rather chit chat with friends than to share her secrets with her mommy. This is why I suggest to parents to PLAN some time to sit down and just talk!  Communication is about the message that is being presented and if the student is constantly corrected then they may decide that continuing to communicate or initiate communication doesn't have a big enough pay off for them.  That is why the planned talking time is a time for parents to remind the child at the start to practice their skills using self-monitoring and self-correction once and after that, the parent serves as a model for good speech and language skills. The parent isn't supposed to point out the errors but to focus on the message so that the child can feel 'heard' and encouraged to continue communicating.

I want my students to return from the summer refreshed with a lot of wonderful family experiences that they can communicate about and share with me.  I send the same three-page letter home with all of my students.  The handout shares the information that I did above but it also goes into detail on different ways to build speech and language skills within these activities.

If you would like your own copy of my end of year letter to print out and send home with your parents, let me know below.

Please share with me in the comments what you have found helpful to avoid the summer slide for speech and language skills.  Thanks!

Are you like me?  You want to be organized and start the next school year off with a BANG but still, want to enjoy your summer break?  I use to scramble at the end of the year to do it all and my end result was being sick of a good portion of the summer.  Instead of trying to run around in circles getting it ready at the beginning of the school year, I break it up into manageable pieces so that I can sneak in some summertime fun.  Here is how I handle being a Low Key Type A SLP now!

YEAR-ROUND, SEASONAL, and HOLIDAY RESOURCES ARE PRIORITY #1
In June, I focus on printing, laminating (or stick in sheet protectors), and storing all the materials that I will need that can be used year-round.  I start by preparing these resources because they do not have a 'time limit' on when they can be used.  They are my 'GO-TO' resources. I take this time to also print, laminate, and store all of my seasonal and holiday resources too.  Sure, I could leave it with the year-round resources but we all know that the kids enjoy having seasonal and holiday resources to add to the mix.  Personally, I enjoy having them too since it reminds me that holidays are coming up and/or the end of another school year is around the corner. Make sure that you organize it in an easy to grab manner.  For me, that typically means bins (when I have props too), scrapbook containers, and file folders.

START THE YEAR ORGANIZED
In August, I print out and prep all organizational paperwork that I will need for the year.  This includes my SLP Planner, Beginning of the Year Forms, and any CFY/SLPA Supervision Forms that I will need for the upcoming school year!


VISUALS HELP WITH BEHAVIOR MANAGEMENT (and make me smile!)
I prepare these at the same time as my other organizational resources because I consider classroom decorations, behavior management tools, and visual schedules as a side category of organizational resources.  Now, I know what you are thinking... who knows how many kids on your caseload will need a visual schedule or maybe you are not sure how many kids will be on your caseload to create the behavior management tools.  My 'go-to' is to start the year off with no less than three visual schedules all ready to go!  If you don't need them that is fine because at least they are done and ready for when/if you do need them.  The same goes for token boards (no less than 3-5 different styles).  If you are making sticker charts, I try to start off with the same number of students that I had on my caseload from the year before.  If you are a brand new SLP and this will be your first year, I would suggest 40-50 of the paper sticker charts printed and ready.

DO SOME BARGAIN SHOPPING FOR THERAPY GOODIES
Now the fun begins!  I love shopping for deals!  I do this all summer long (year-long truthfully but summer tends to bring extra motivation and inspiration)!  I take my daughter with me and we go to the huge flea market, thrift stores, target dollar aisle, dollar stores, garage sales, and yard sales near our home.  I have also scanned craigslist and our neighborhood sales page on facebook.

SEEK OUT FUN, FRESH IDEAS on PINTEREST, PODCASTS, and from your FAVORITE SLP BLOGGERS
There are some amazing resources on Pinterest from TPT SLP sellers.  However, there are also a lot of great ideas that will spark can spark your imagination on ways you can tweak something to fit your needs.  For example, you can find a lot of cute paper plate crafts, playdough recipes, and science experiments that you can turn into speech and language lessons for the following school year!

There are also some terrific SLP Podcasts and SLP Bloggers to check out.  I created a "cheat sheet" for the ideas I shared above and links to 10 FREEBIES (including my SLP Planner, Speech and Language Stations Starter Set, and Beginning of the Year Forms) and links to huge lists of podcasts and blogs.

You can grab a copy of my Summer Preparation List for the Low-Key Type A Speech Language Pathologist Cheat Sheet with all of the freebies below.

You may have noticed that I didn't mention what I do during July.  Well, I try to keep July my 'FAMILY FUN' month where I spend as much time possible enjoying time with family and friends and having adventures.  However, anything I did not complete in June also carries over into July.  I bargain shop and check out blog posts and Pinterest for new ideas all summer long!

Did you take the quiz to see if what type of Summer SLP you are?  Take THE QUIZ here!

Want some additional ideas for summer?  Check out these blogs:
The Intense Type A SLP: Summer CEU Opportunities by Speech is Beautiful
The Intense Type B SLP: Summer Reads by Speech is Sweet
Summer Activities for the Low Key Type B SLP by Speech Therapy Fun

Tell me below in the comments if/what preparation work you do during summertime for the following year.

As we all know, personal relationships are important and add quality to our life.  While we have the family we are born into, friends become the family that we choose for ourselves.  Friends add a HUGE amount of quality to our life.

A couple of years ago, one of my students with autism was having a hard time identifying, making, and keeping potential friends. He ate alone. He played alone.  He kept to himself.  When another student showed the slightest interest, he jumped on it because he wanted friends.

The problem was that typically the students that showed an interest were not potentially good friends.  They sometimes talked down to him or made fun of him. Other times he would get into trouble because 'a friend' suggested that he pull the prank but would not tell who these 'friends' were because he wanted them to remain friends with him.  We had to not only teach him how to make friends but we needed to teach him 'what a friend' truly was.  Let's be super real a moment.  It is not just our students with autism that have difficulty navigating friendships.  My daughter is in 3rd grade this year and she is also demonstrating difficulty (along with the kids in her class).

How can we teach the skill of determining who is or isn't a potential friend?

USE SOCIAL NARRATIVES:  Although general social narratives to teach a skill can work wonders, the more personal you can make the narrative the better.  It is easier for our students to relate to it and later generalize and apply the skill.  If you are not great at writing social narratives, you can find generalized social narratives about friends and then just be sure to connect it to a similar situation that the student experienced. You can find a social narrative with connected activities that I wrote about this subject, here.

https://www.teacherspayteachers.com/Product/Social-Narrative-Set-Activities-Are-they-Friends-2459004
Social Narrative & Activities Set: Are they Friends?
ANALYZE SOCIAL SITUATIONS:  In some social situations, we do not need to analyze the facial cues, body language, and tone of voice as much as we need to analyze the situation and how someone may feel about the situation.  Teaching perspective and empathy can be very difficult skills to learn.  Many of us think more about what we feel or how we perceive things and need to take a step back to analyze the situation and that there are two stories to every situation whether you are a person with autism or not!  That is why I have found analyzing social situations and then drilling similar situations and expected responses is beneficial to helping our students identify, make, and maintain friendships.  This especially goes for making and maintaining friendships.  If a student was to respond in a non-typical manner, it could make it harder to establish or maintain a valued friend that could ultimately improve the quality of their life. 

PULL OUT YOUR THEATRICAL SIDE: Yep, I mean it.  Role play different social situations with them. We often teach our students with autism to look at facial cues, body language, and hopefully tone of voice (sarcasm is starting younger and younger these days!).  Teaching body language and facial cues are easy, we typically pull out pictures and analyze them.  Teach our students to look at the eye brows, the mouth, the eyes.. etc...   I find that many of my students catch on in the picture but then they struggle to generalize the skill in real life situations.  To help remedy that, I role play a lot so they can see it in real time.  I also point things out when we are engaging in conversation and ask them to read my cues at that moment.

SOMETIMES A RULE IS NEEDED:  I know we spend so much time trying to teach our students with autism to be more flexible in thinking and here I am suggesting sometimes we need to teach a rule.  I say this because it is sometimes true.  For example, in the case of my student that got in trouble because he was asked to pull 'pranks' that repeatedly got him in trouble, I had to teach him that when a 'friend' suggests he pull a prank that they think would be funny, he needed to politely say no.  Not just decline the suggestion, but even learn to flip it back onto these 'friends'.  If they thought it would be so funny, then they should do it.  If they didn't follow through with the 'prank' then that was one way to know that it was never going to be funny and that it was meant to get him in trouble.

OBSERVE the ENVIRONMENT:  Before they can use these skills out on the playground or in the cafeteria, they need experience to repeat the opportunity in real life situations.  This is where I get family involved.  For this particular student, I sent home family homework that included making collages from magazines, analyzing interactions between characters during favorite tv shows, etc..  I have also visited students during recess.  If they are not engaging with play with others, I watch to see if there is a group of students that they seem particularly interested in interacting with.  If so, we take a moment to observe the other kids and talk about what they are doing with their bodies, faces, and tone to decide if they are playing with each other nicely and if they may be receptive to another person joining in to play.

How do you teach your students to determine who is really being their friend and who is taking advantage or not being a friend?   I would love to hear your ideas! Share what you do in your speech room in the comments below.

If you do not want to create your own packet to address this skill,I  have created one that includes a social narrative, social situations to analyze, family homework, etc..   You can grab it here.

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on Instagram, Pinterest, or Facebook.



Let's be real for a moment.  If you look at the BIG companies that sell us resources to target speech and language skills, you won't find much geared towards our secondary age students. In fact, recently I compiled a list of speech and language games that are commercially out there to target a variety of speech and language skills and something I was shocked to find was that when the company marked the ages it was appropriate for, it would start with something like "2nd grade and Up".  Okay, up to what age?  I know that resource wouldn't engage my 9-year-old, let alone a middle school student!  So how do we keep them engaged?!

LET THEM BRING IN MATERIALS:
I once had a group of girls working on articulation and all they wanted to talk about was their favorite boy band and all about the boys in it!  So, I let them bring in teen magazines.  We searched for words that had their sounds and made a list.  If they were at the drilling level, they still had to drill those words but then could tell me something about the band.  If they were at the carryover level, we just had conversations about the group.  

Another student was really into theater and so he brought in old playbills for performances he had watched and/or participated in.  When he was chosen to be in the school performance, he brought in different directions for scenes and his lines.  He was working on using his fluency shaping strategies and desensitization. 

If you let them bring in the materials, it is a win-win!  You do not need to plan so much and search like crazy for engaging materials and they are more than happy to participate in speech therapy.  Just be sure to have some sort of back up plan, because sometimes they do forget. I always have a pad of paper beside me because when all else fails- simply talk.  Yep, just have a conversation with them about their interests and you can jot down words to target articulation, language, and fluency!  

TECHNOLOGY CAN BE OUR FRIEND
Although a lot of the apps made for speech and language skills are created for our little friends in mind, there are a few really good apps such as Newsela and Conversation Builder. Truthfully, I use my tablet to access Newsela online and appropriate Youtube videos (so check them out beforehand). Sarah Wu, a bilingual SLP, has a great youtube channel.  She has a series of wordless life skill videos where she cooks up a lot of yummy treats. She has also compiled a playlist from other youtube sites that have wordless videos to teach problem-solving. Check her channel out and subscribe. With a little digging on youtube, you can find a lot of great resources to engage our middle school students and get them talking and practicing their speech and language skills!

For my fluency students, I have spent time checking out the National Stuttering Association and the Stuttering Foundation websites with them so that they were aware that these sites exist and where they can find additional support. 

We have even talked about favorite celebrities and looked them up on Wikipedia.  Yep, that is right.  I am not ashamed to admit it.  I do always inform the students beforehand that all of the information on the site may not be accurate but it at least gives us a starting place. 

USE THEIR CURRICULUM
Some of our students have busy after school lives or parents that have super busy lives which makes it difficult for completing all of their work.  They may have a presentation that they are working on or reading multiple chapters and completing an outline or answering questions. You can help them! You can target specific sounds, help them break down the language to better understand the materials, and/or have them practice their presentation using their best speech sounds and/or fluency shaping techniques.  Sometimes, being just an additional adult that wants to help and see them succeed encourages them to come to speech since it makes them feel special. I have even let them bring in their math books too!  Math becomes more complex when they have to follow multiple steps to complete a problem and teaching them about the context clues written into those problems, helps them understand the steps that they need to take to come up with the correct answer. 

USE FUNCTIONAL MATERIALS FOUND IN THE COMMUNITY
I have brought in local menus and sales advertisements.  We have had some great discussions about why something would be a good purchase, what dream purchases they would make and why, and what restaurants they would like to try or have tried and did not like.  I was shocked to learn that some of my students had very strong opinions about places in the community!  It was great to see some of their eyes light up when we talked about some of the new video games in the flyer or other items they were interested in.  Hint: the electronics section and the self-care (skin care and make-up) sections were always the big hits in the sales advertisements.  

For additional ideas, check out this post on using literature for Middle School Speech Therapy.

How do you keep your middle school students engaged?  Please share your ideas in the comments below.

Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on Instagram, Pinterest, or Facebook.

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